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February 21, 2008TAG meeting notes February 21, 2008 Meeting led by Margaret Greer, Irvington TAG coordinator and teacher and Christine Reeder, TAG District TAG TOSA (Teacher on Special Assignment) Margaret apologized for the short notice. Next meeting will be in April. April meeting includes parents of newly identified TAG students – those identified this school year (2007-2008). Margaret talked about the different strategies used by Irvington teachers to facilitate learning, including Bloom’s taxonomy. Differentiation should be used for different speeds and rates of learning. Margaret, with her weekly TAG “pull out” sessions, is trying to create opportunities for TAG kids to come together to discuss topics with each other. Christine noted that when high achievers work together, those kids become more independent learners and better questioners. In addition to the Saturday Academy’s LEAP classes (piloted for the first time this year with the 4th and 5th graders); Margaret is having weekly classes with the TAG kids in each grade. Upper graders (6th + 7th) are currently learning about the stock market. The next TAG pull out unit has a mystery theme. This year’s piloted LEAP class for 5th grade is computer animation (the district’s mobile computer lab is on loan for this class). The teacher, Diana Laboy-Rush, is the same instructor who is teaching the after school computer animation class. Diana is also teaching engineering to the 4th grade TAG pull out section. Margaret’s classes for 1st through 3rd graders are currently doing Frog Math, but next will have a mystery activity. LEAP is a pilot program. Unsure if it will be continued next year. It’s expensive - $1900 for our two piloted classes. For more information on LEAP: http://www.saturdayacademy.org/GroupOptions/LEAP/tabid/101/Default.aspx Parent Q: any hope for more pull out? Answer – no. Compared to most schools, one hour a week is a lot. Parent Q: how much training do the teachers have in differentiation? A: they are getting training this year. Margaret is helping too. That said, they are overwhelmed with adjusting to new curriculum and have existing professional development relating to that. Irvington committed to hiring an outside contractor (in collaboration with Fernwood) to provide more staff education around TAG issues. Christine – Because of the TAG mandate, there is an expectation that kids work at the rate and level of learning they are capable of, and that teachers will do preassessment of kids to see if they already know the information in a unit. They should also be grouping kids to challenge the high level learners (who may shift depending on subject or units within subjects). However, teachers may not have been taught or been exposed to how to implement these strategies most effectively for higher-level learners. Christine’s TOSA office can provide support and work with teachers, if invited. Every school has a TAG coordinator who is trained and working with the TOSA office. Not practical to have Margaret train teachers right now since they have a good outside trainer right now. Irvington is doing more than most schools. The new reading curriculum for 5th and up has leveled readers 2 years ahead of grade level so that the differentiation will be built in. The Investigations math curriculum also has extensions built in, though several parents expressed concern that these didn’t go far enough. Several parents also said that their children are bored in math and would like harder work. Christine has a summer institute on teaching for gifted kids. Teachers can’t be required to attend but she’s trying to make it look inviting. There’s also a certificate in gifted education. Christine discussed ability grouping. Most experts agree grouping the gifted kids together is good for them, especially if matched with appropriate teaching. There can be flexible grouping – not set in stone, not all day, can be only for some projects, for certain subjects, etc. There can be cluster grouping – for example of there are 3 sections in a grade, 1 teacher would have all 5 or 10 Tag kids in one classroom. This is good for the TAG kids – they have peers to challenge them – and the kids in the other rooms have a chance to be on the top. There can also be clustering for math or science or reading. With ability grouping it is important to constantly reassess where kids are, and change groups accordingly. The concerns about tracking are when the groups are inflexible and there is no reassessment. Having pre-assessment and a fluid high ability group is important. Christine also discussed acceleration – “skipping a grade”. There is a process if parents are interested which involved the Iowa acceleration study, a psychological study, and interviews. Although this has been controversial it is now accepted as a good practice. A recent study o grade acceleration was recently released: A Nation Deceived: How Schools Hold Back America's Brightest Students. Download the article @ http://www.nationdeceived.org/ Parent Q: what about accelerating for one subject such as math or reading? Or to accelerate one subject within the classroom? Could all children operating above grade level just go to a class one or more grades up for that subject (for example, a 4th grader goes to 5th grade for reading and math)? Wouldn’t this be easier on the teachers than doing it all in the room? A: yes this is possible with training and administration support. Can be hard to have whole building have math or reading or writing at the same time because of all the specials like music, art, PE etc. One option is for Irvington to perhaps, start block scheduling with one subject and just some grades. Christine also discussed compacting curriculum. In this strategy, the child has an opportunity to work on a related project if they have already mastered the subject the class is doing. For example, if the class is doing a math worksheet, if a child can do the hardest 5 problems on the page they have another activity planned, or they do something harder on the math menu. 3rd grade sends a fluid group (not just TAG kids) to Margaret once a week for extra math. Perhaps that model could be shared. Class size was discussed. FTE allotment was discussed. Cynthia and site council have many variables to consider when determining FTE allotment. Class size may impact how much differentiation teacher can do. More teamwork by teachers – and more parents volunteering can help. Christine had a hand out (will be posted after minutes are posted) of ideas that parents can offer to do for teachers – arrange for an OMSI demonstration, organizing a book club, etc. Parent Q: how can parents approach a teacher productively about differentiation? A: it may be happening more than you or your child now. That said, it is OK to have a conversation with a teacher about what they are doing and how you can support his or her efforts. Also OK to say – I know my child is able to do X at home, how are you differentiating for that? Margaret can also work with you + help facilitate meeting with your, if that would be helpful. Parent Q: possible to fundraise for more pullout time? A: need to talk to Cynthia. Also need to talk to Cynthia + site council to see if she can do some clustering and grouping for next year. Christine is available to help with that discussion. Christine then reviewed other PPS school options that, in some ways, are targeted toward higher-level learners: -ACCESS – must test in @ 99th percentile in more than 1 area, currently housed @ Sabin but moving to a yet undisclosed location. Web site: http://www.accessalt.pps.k12.or.us -MLC – in NW Portland – a focus option but application, no test, not a lottery Focus option schools all admit through lottery - Winterhaven is a K-8, acceleration model and science and tech focus: http://www.winterhavenschool.org/home.php -DaVinci Middle School is arts related, as is Buckman Elementary. -Creative Science is moving to Clark, features a storyline model: http://creativescienceschool.org -Sunnyside Environmental is a K-8, story line curriculum -Odyssey in SW Portland at Hayhurst, has mixed age grouping, social studies themes -Young Women’s Academy at Tubman is by application, grades 6 and up
March 7 is the deadline to apply for school “choice” transfers. Last updated by imurauskas on Feb 26, 2008 at 12:43 PM |
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